Litteracy narritve Essay Example | Topics and Well Written Essays - 750 words

Litteracy narritve - Essay Example Hence, this paper explores how my impression on reading and writing have been influenced and affected by reading the Sherlock Holmes stories. First, through Sherlock Holmes stories I learned how to read and write in English. English is not my first language, and thus, I had to learn English as I was growing up. My greatest breakthrough in English was in high school when I discovered Doyle’s Sherlock Holmes. For instance, my interest in understanding fully the detective stories prompted me to improve my vocabulary. Initially, I was only able to read the shorter stories such as â€Å"A Scandal in Bohemia† and â€Å"The Red Headed League.† However, these did not have Sherlock Holmes, as the very first story Doyle wrote where he introduced Sherlock is A Study in Scarlet, which is a novella-length work. I first read the opening chapters of A Study in Scarlet just to see how Sherlock and Dr. Watson meet. However, the story really intrigued me, and I could not wait to finish the whole narrative. To ensure full understanding, I would often read the story with a dictionary, looking up difficult words that I wo uld encounter. For example, one particular part of A Study in Scarlet describes Sherlock playing the fiddle, and that the music he played was â€Å"sonorous and melancholy† (Doyle 16). I distinctly remember ignoring these words during my first reading attempt of A Study in Scarlet, but I eventually looked at the definitions in the dictionary when I made a serious attempt to finish the novella. Thus, I was able to expand my vocabulary, which made me realize how reading literary work in a particular language is helpful in improving reading and writing in that language. Second, from the Sherlock Holmes stories I learnt the importance of logical organization and unity in a written work. A large part of what makes the detective genre so interesting is not only the mysteries, but also, how these mysteries are solved. While some of

Impact of training on employee performance

Impact of training on employee performance The importance of training and development to employees performance and for that matter to employees and organisational performance cannot be overemphasised. Noe (1999) affirms that management of individual skills is an important aspect of doing business today, and employee development will likely grow in the future. The benefits of employee development extend beyond the actual skills gained and their contribution to an individuals productivity. The issue of training is paramount to the success of any organisation and this function of training has been examined for decades now. However, in todays business climate of continuous changes and uncertainty, the importance of training to employee and organisational performance as a whole, needs to be seen from a new perspective. The need for organisations to respond to the needs of its human capital and the effect of training on their performance of the organisation has become a crucial subject for business activity. It is important to note that there is an established link between training and performance. Not only does training enhance employee motivation and satisfaction, increases productivity, reduces the problems associated with the supervision of employees but also creates a reservoir of qualified employee as well as reduces work related activities as a result of increased knowledge, skills, abilities and competences. According to the Journal of Industrial Training, November / December 1947 edition, it is suggested that training be defined as that tool of management which through sound principles of teaching and learning, is utilised to raise the productive ability and to maintain and improve the performance of all employees. Training which consists of planned programmes must be on-going designed to improve performance at the individual, group, and organisational levels. Improved performance, in turn, implies that there have been measurable changes in knowledge, skills, attitude, and social behaviour. In fact, well-planned, well-executed training efforts may fail unless companies and communities help workers see training as a long term investment in their own career. Nestlà © Ghana Limited started business in Ghana in 1957 under the trading name of Nestlà © Products (Gh) Limited with the importation of Nestlà © products such as milk and chocolates. In 1968, it was incorporated as Food Specialties (Gh) Limited to manufacture and market locally well known Nestlà © brands. The company became Nestlà © Ghana Limited in 1987. In 1971 the production of the IDEAL Milk and MILO started at the Tema Factory which has since been expanded further with products not only produced for Ghana but also exported across West Africa. In 2003, Nestlà © Ghana Ltd invested in a new warehouse, the Central Distribution centre, located next to the factory in Tema. The company also runs sales offices with warehouses in Kumasi, Takoradi, Koforidua and Tamale. The main objectives of the company are the development of the local and regional West African market. Since it was established, the company has significantly stimulated the Ghanaian economy with a dynamic, well trained and dedicated workforce, manufacturing and marketing well known quality brands such as Ideal Full Cream Evaporated Milk, Carnation Filled Milk, Carnation Tea Creamer, Milo, Chocolim, Choco Milo, Cerevita Porridges, Cerelac and Nestlà © infant cereals. Nestlà © Ghana Ltd also imports and distributes brands such as Nido Milk Powder, Lactogen and Nan Infant Formula and soluble coffee Nescafe. All those products can be found all over the countrys extended distribution network. The company also takes an important role in the social life of Ghana by promoting medical students in health sciences, supporting child education and social events as well as sports. In addition to all these, the Nestle Ghana Ltd in its Investment Projects/ Growth Strategy, has invested some 130 billion cedis in 2004 and 2005 to increase its production capacity, particularly in the area of cocoa-based beverages, and to construct modern and efficient distribution facilities next to the factory in Tema. STATEMENT OF PROBLEM Over the years, performances within some sectors of the company have not been particularly impressive. Even though through its brands, profits have soared, it is believed that the level of employees skills, knowledge and competencies, if improved, would enhance not only the companys image but also shoot profits through the roof. Nestle Gh Ltd has elaborate training and development policies for its employees which include study leave, on-the-job training, off-the-job training, special short courses, mentoring and workshops among others All of the above are aimed at updating the knowledge, skills, abilities and competences of its employees in order to achieve organisational goals and objectives. PURPOSE OF STUDY The general objective of the study will be to assess the effects of training on the performance of employees of the Nestle Ghana Ltd The specific objectives of the study are to: Examine the knowledge, skills and qualifications of employees of the Nestle Ghana Ltd Examine the training needs of employees of Nestle Ghana Ltd Ascertain employee performance management or appraisal system of Nestle Ghana Ltd Determine effects of training on job performance of employees of Nestle Ghana Ltd Make recommendations to the institution on ways to improve upon training and performance of employees and to inform policy and programme formulation Research Questions The following research questions have been formulated to guide the study: What are the criteria for selecting trainees in Nestle Ghana Ltd? How does training affect employee performance in Nestle Ghana Ltd? What level of importance does Nestle Ghana Ltd attach to training? Significance of the study One of the sources of improving on the knowledge, skills, attitudes, effectiveness and performance of employees in every institution is through sustained training and development. In this direction, there has been a reasonable amount of studies conducted on the subject matter in Ghana. However, studies of such kind are inadequate. It is therefore significant to undertake a study to assess the effects of training on the performance of employees of Nestle Ghana Ltd. The study is thus intended to serve as a reliable source of data for relevant agencies, researchers, students, and organisations and institutions interested in the effects of training on employee performance. Furthermore, the study is expected to contribute to knowledge and existing literature on training and its effects on employee performance. SCOPE OF THE STUDY The study will focused on assessing the impact of training on employee performance by using Nestle Ghana Ltd. LITERATURE REVIEW According to Herzberg (1966) human resources constitute the ultimate basis for the wealth of a nation or an organisation, Human resources, particularly employees energies, talents, skills, abilities, knowledge and efforts are often useful in the production of goods or rendering services. Employees are often described as the most significant and dynamic among organisational resources since the character and strength of an organisation is invariably tied up with the quality and attributes of its employees (Cole, 2002). Employee training and development therefore is not only essential but also critical to an organisations survival. The global trend now is the training and development of human resources as the knowledge that human beings possess is the pivot for achieving an increase in total factor productivity (UNIDO, 1995). Training and development is a comprehensive learning system designed to enhance individual performance for the purpose of improving organisational effectiveness and efficiency. Training is the process of facilitating organisational learning, performance and change through formal and informal interactions, initiatives and management actions for the purpose of enhancing an organisations performance, capacity, capability, competence, competitiveness and readiness (Gilley, England Gilley, 2002). Theoretical framework According to Cole (1998) training and development activities depends on the policy and strategies of an organisation. Many organisations in the review of related literature as regards training in an organisation are not quite easy, as available literature encounters many difficulties. Beginning with, the use of the two terms of training and development are thought of as one entity. Some authors such as Cole (1998) and Robbins (1991) equate staff development to human resource development which focuses on among other things, preparing employees for greater responsibility and advancement. Others however look at it from the view of workers education and training. According to Robbins (1991), when management provide employees with training, its intention is to instil preferred work behaviours and attitudes in them. This may be most obvious during the new employees orientation, which is a type of training in itself. Daft (as cited in Mullins 1999) is of the view that all organisations are open systems and ignoring the environment may lead to failure in the entire system. Organisations and the environment in which they operate are constantly in link with each other. Indeed, interdependence is very crucial since the malfunction or neglect of any one of them inevitably affects the others and the total system. The training functions in any organisation is functionally linked to this whole work system and any extortion in the series of independent systems could affect productivity, hence the effectiveness by training (Mullin, 1999). Motivation is concerned with the factors that influence people to behave in certain ways, Armstrong (2006). Motivation is a tool for encouragement, a driving force that defines behaviour. It can be intrinsic, that is, self generating factors or extrinsic which is motivation that originates outside the individual. The survival of any training programme is dependent on its sensitivity to the demands of the environment, which includes the trainees, management and the entire community. It must be emphasized that the most literature agrees that the aim of the training process is to help develop the organisations employees skills, knowledge and attitude that have been regarded necessary for an effective performance of their work. According to Mc-Beath (1994), development is about total growth of knowledge, experience and abilities of the individual, the development of the whole person as he progresses towards his ultimate potential, being long term and future oriented opportunities to acquire knowledge, skills and attitudes largely off-the-job, to help achieve designed performance or levels of knowledge. The definition is role of employee specific. Training is seen as teaching lower level employees how to perform their present job while development involves teaching managers and professional employees skills needed for their present and future jobs. Rae (1994) identifies the following training functions as the most commonly found in organisations. General job skills training: This sees staff at all levels frequently possessing a common problem or needs in order to carry out their jobs efficiently. Functional job skills training: concerns itself mainly with situations where organisations introduce new or revised operating systems, procedures and so on. On-the job training: refers to face-to-face, individualized training or instruction on-the job at the work place. Technical skills training: generally refers to training in the information technology where specific and technological skills are required. Professional skills training: involve the training of professional staff such as Accountants, Surveyors, Auditors, Architects, etc. Management training: trainers in many large organisations specialize in training and development of managers. In trainer training: the trainers themselves require advance skills in their existing line of work. To Mullin (1999), the purpose of training is to improve knowledge and skills, and to change attitudes. Mullins again states that in order to secure the full benefits of successful training, there must therefore be a planned and systematic approach to the effective management of training According to Douglas and Philip (1987), there are several training principles pertaining to training and learning. The generalisations are the results of efforts to formulate a reasonable useful set of descriptive statements concerning the trainee and training methods, materials and situations. Some writers who have written on training observed that most training reported was for organisational rather than individual development. This presupposes that carrier development does not appear to be fully blamed for such positions since some employers lose considerable human resource annually after investing heavily in them. The concern here is whether organisations are justified in maintaining such policies. Foster as cited in Mayo and Du Bois (1993) states that training should create conditions and stimuli to evoke response in others, to develop knowledge, skills and attitudes, to produce changes in behaviour and finally to attain specific objectives. The connection between training and organisational goals implies that training in an organisation could be strategic, informal and operational (OConnor, Bronner Delaney, 1996). Informal training is based on the need to give the employees information about the organisation which includes orientation, developing corporate citizenship, and creating a contextual reference for employees (Noe, 1999). METHODOLOGY Thomas (1996) in his deliberations on the descriptive surveys method stressed that data sometimes live buried with the minds or within the attitudes, feeling reactions of men and women and they can act as clues for further investigations to be canned out. The use of the survey method enables the researcher to systematically collect data about the nature of the training programme and its attendant challenges that the participants face. The sample population used in this research was thirty staff members of Nestle Ghana Ltd. There will be three groups of respondents: a. workers who have been in the company for just a year and have undergone only orientation training b. workers who have undergone in-service training within the company c. workers who have gone into international training. These are usually managerial staff. The Human Resource unit of Nestle Ghana Ltd will be contacted to provide the sample size of workers of the company who fall under these categories. Respondents will be issued questionnaires to fill on the information required. Where possible, there will be unstructured interviews with the respondents as to questionnaires they are required to fill. Research Instruments The standard questionnaire will be the main instrument for data collection for the trained staff of Nestle Ghana Ltd. It will be used to elicit responses from the beneficiaries as to how they are involved in the objective setting and the training needs assessment of the training programmes among others. All the questions will be asked to ascertain whether the purpose of training can be perceived in terms of ensuring that employees have the requisite knowledge, skills and attitudes required to perform well at post. The questionnaires will consist of both open and closed questions. The closed-ended questions are asked to make sure of uniformity and greater reliability. The open-ended techniques will used to probe further on the questions and also eliminate ambiguities. The study will be based on both primary and secondary data sources. The primary data consists of responses to the questionnaire administered to Nestle Ghana Ltd staffs who have attended some training programmes. In addition bits of information will also be taken from other published and unpublished studies related to the study. The data collected will be matched, synthesized and coded for easy presentation. Data collected from respondents will be analysed with the Statistical Package for the Social Sciences (SPSS). CONCLUSION The research will highlight the importance of training to Nestle Ghana Limited and develop a link between training and both employee and company development.REFERENCES Armstrong, M (2006) Human Resource Management Practice, London: Kogan Page. Cole, G. A. (2002) Personnel and Human Resource Management, (5th ed.). London: Book Powers ELST Douglas, M. G Philip, H. D. (1987) The Complete Book of Training Theory, Principles and Techniques. London: Pfeiffer Co Gilley, J. W., England, S. A Gilley, A. M. (2002) Principles of Human Resource Development, (2nd ed.), Perseus, US. Herzberg, F. H. (1966) Work and the Nature of Man, Cleveland: World Publishing Co. International Journal of Industrial Training, November / December 1947 edition Mayo, G. D., Du Bois P. (1993) The Complete Book of Training. San Diego, California: University Associates Inc. Mc-Beath, G. Rands, D. N. (1994) Salary Administration (3rd ed.). Oxford: Blackwell. Mullin, Laurie J. (1999) Management and Organisational Behaviour (5th ed.). London: Prentice Hall Noe, R. A. (1999) Employee Training and Development, New York: McGraw Hill. OConnor, B. N., Bronner, M., Delaney, C. (1996) Training for Organisations. Cincinnati, OH: South Western Educational Publishing. Rae, L. (1994) The Skills of Human Relations Training, London: Gower. Robbins, S. P. (1991). Organisational Behaviour. Englewood Cliffs, N.J.: Prentice Hall. Thomas S. B. (1996) Method and Analysis in Organisational Research. Virginia: Reston Publishing Co. UNIDO (1995) 30 years of Industrial Development 1966-1996, London: ISC and UNIDO. . Impact of Training on Employee Performance Impact of Training on Employee Performance The importance of training and development to employees performance and for that matter to employees and organisational performance cannot be overemphasised. Noe (1999) affirms that management of individual skills is an important aspect of doing business today, and employee development will likely grow in the future. The benefits of employee development extend beyond the actual skills gained and their contribution to an individuals productivity. The issue of training is paramount to the success of any organisation and this function of training has been examined for decades now. However, in todays business climate of continuous changes and uncertainty, the importance of training to employee and organisational performance as a whole, needs to be seen from a new perspective. The need for organisations to respond to the needs of its human capital and the effect of training on their performance of the organisation has become a crucial subject for business activity. It is important to note that there is an established link between training and performance. Not only does training enhance employee motivation and satisfaction, increases productivity, reduces the problems associated with the supervision of employees but also creates a reservoir of qualified employee as well as reduces work related activities as a result of increased knowledge, skills, abilities and competences. According to the Journal of Industrial Training, November / December 1947 edition, it is suggested that training be defined as that tool of management which through sound principles of teaching and learning, is utilised to raise the productive ability and to maintain and improve the performance of all employees. Training which consists of planned programmes must be on-going designed to improve performance at the individual, group, and organisational levels. Improved performance, in turn, implies that there have been measurable changes in knowledge, skills, attitude, and social behaviour. In fact, well-planned, well-executed training efforts may fail unless companies and communities help workers see training as a long term investment in their own career. Nestlà © Ghana Limited started business in Ghana in 1957 under the trading name of Nestlà © Products (Gh) Limited with the importation of Nestlà © products such as milk and chocolates. In 1968, it was incorporated as Food Specialties (Gh) Limited to manufacture and market locally well known Nestlà © brands. The company became Nestlà © Ghana Limited in 1987. In 1971 the production of the IDEAL Milk and MILO started at the Tema Factory which has since been expanded further with products not only produced for Ghana but also exported across West Africa. In 2003, Nestlà © Ghana Ltd invested in a new warehouse, the Central Distribution centre, located next to the factory in Tema. The company also runs sales offices with warehouses in Kumasi, Takoradi, Koforidua and Tamale. The main objectives of the company are the development of the local and regional West African market. Since it was established, the company has significantly stimulated the Ghanaian economy with a dynamic, well trained and dedicated workforce, manufacturing and marketing well known quality brands such as Ideal Full Cream Evaporated Milk, Carnation Filled Milk, Carnation Tea Creamer, Milo, Chocolim, Choco Milo, Cerevita Porridges, Cerelac and Nestlà © infant cereals. Nestlà © Ghana Ltd also imports and distributes brands such as Nido Milk Powder, Lactogen and Nan Infant Formula and soluble coffee Nescafe. All those products can be found all over the countrys extended distribution network. The company also takes an important role in the social life of Ghana by promoting medical students in health sciences, supporting child education and social events as well as sports. In addition to all these, the Nestle Ghana Ltd in its Investment Projects/ Growth Strategy, has invested some 130 billion cedis in 2004 and 2005 to increase its production capacity, particularly in the area of cocoa-based beverages, and to construct modern and efficient distribution facilities next to the factory in Tema. STATEMENT OF PROBLEM Over the years, performances within some sectors of the company have not been particularly impressive. Even though through its brands, profits have soared, it is believed that the level of employees skills, knowledge and competencies, if improved, would enhance not only the companys image but also shoot profits through the roof. Nestle Gh Ltd has elaborate training and development policies for its employees which include study leave, on-the-job training, off-the-job training, special short courses, mentoring and workshops among others All of the above are aimed at updating the knowledge, skills, abilities and competences of its employees in order to achieve organisational goals and objectives. PURPOSE OF STUDY The general objective of the study will be to assess the effects of training on the performance of employees of the Nestle Ghana Ltd The specific objectives of the study are to: Examine the knowledge, skills and qualifications of employees of the Nestle Ghana Ltd Examine the training needs of employees of Nestle Ghana Ltd Ascertain employee performance management or appraisal system of Nestle Ghana Ltd Determine effects of training on job performance of employees of Nestle Ghana Ltd Make recommendations to the institution on ways to improve upon training and performance of employees and to inform policy and programme formulation Research Questions The following research questions have been formulated to guide the study: What are the criteria for selecting trainees in Nestle Ghana Ltd? How does training affect employee performance in Nestle Ghana Ltd? What level of importance does Nestle Ghana Ltd attach to training? Significance of the study One of the sources of improving on the knowledge, skills, attitudes, effectiveness and performance of employees in every institution is through sustained training and development. In this direction, there has been a reasonable amount of studies conducted on the subject matter in Ghana. However, studies of such kind are inadequate. It is therefore significant to undertake a study to assess the effects of training on the performance of employees of Nestle Ghana Ltd. The study is thus intended to serve as a reliable source of data for relevant agencies, researchers, students, and organisations and institutions interested in the effects of training on employee performance. Furthermore, the study is expected to contribute to knowledge and existing literature on training and its effects on employee performance. SCOPE OF THE STUDY The study will focused on assessing the impact of training on employee performance by using Nestle Ghana Ltd. LITERATURE REVIEW According to Herzberg (1966) human resources constitute the ultimate basis for the wealth of a nation or an organisation, Human resources, particularly employees energies, talents, skills, abilities, knowledge and efforts are often useful in the production of goods or rendering services. Employees are often described as the most significant and dynamic among organisational resources since the character and strength of an organisation is invariably tied up with the quality and attributes of its employees (Cole, 2002). Employee training and development therefore is not only essential but also critical to an organisations survival. The global trend now is the training and development of human resources as the knowledge that human beings possess is the pivot for achieving an increase in total factor productivity (UNIDO, 1995). Training and development is a comprehensive learning system designed to enhance individual performance for the purpose of improving organisational effectiveness and efficiency. Training is the process of facilitating organisational learning, performance and change through formal and informal interactions, initiatives and management actions for the purpose of enhancing an organisations performance, capacity, capability, competence, competitiveness and readiness (Gilley, England Gilley, 2002). Theoretical framework According to Cole (1998) training and development activities depends on the policy and strategies of an organisation. Many organisations in the review of related literature as regards training in an organisation are not quite easy, as available literature encounters many difficulties. Beginning with, the use of the two terms of training and development are thought of as one entity. Some authors such as Cole (1998) and Robbins (1991) equate staff development to human resource development which focuses on among other things, preparing employees for greater responsibility and advancement. Others however look at it from the view of workers education and training. According to Robbins (1991), when management provide employees with training, its intention is to instil preferred work behaviours and attitudes in them. This may be most obvious during the new employees orientation, which is a type of training in itself. Daft (as cited in Mullins 1999) is of the view that all organisations are open systems and ignoring the environment may lead to failure in the entire system. Organisations and the environment in which they operate are constantly in link with each other. Indeed, interdependence is very crucial since the malfunction or neglect of any one of them inevitably affects the others and the total system. The training functions in any organisation is functionally linked to this whole work system and any extortion in the series of independent systems could affect productivity, hence the effectiveness by training (Mullin, 1999). Motivation is concerned with the factors that influence people to behave in certain ways, Armstrong (2006). Motivation is a tool for encouragement, a driving force that defines behaviour. It can be intrinsic, that is, self generating factors or extrinsic which is motivation that originates outside the individual. The survival of any training programme is dependent on its sensitivity to the demands of the environment, which includes the trainees, management and the entire community. It must be emphasized that the most literature agrees that the aim of the training process is to help develop the organisations employees skills, knowledge and attitude that have been regarded necessary for an effective performance of their work. According to Mc-Beath (1994), development is about total growth of knowledge, experience and abilities of the individual, the development of the whole person as he progresses towards his ultimate potential, being long term and future oriented opportunities to acquire knowledge, skills and attitudes largely off-the-job, to help achieve designed performance or levels of knowledge. The definition is role of employee specific. Training is seen as teaching lower level employees how to perform their present job while development involves teaching managers and professional employees skills needed for their present and future jobs. Rae (1994) identifies the following training functions as the most commonly found in organisations. General job skills training: This sees staff at all levels frequently possessing a common problem or needs in order to carry out their jobs efficiently. Functional job skills training: concerns itself mainly with situations where organisations introduce new or revised operating systems, procedures and so on. On-the job training: refers to face-to-face, individualized training or instruction on-the job at the work place. Technical skills training: generally refers to training in the information technology where specific and technological skills are required. Professional skills training: involve the training of professional staff such as Accountants, Surveyors, Auditors, Architects, etc. Management training: trainers in many large organisations specialize in training and development of managers. In trainer training: the trainers themselves require advance skills in their existing line of work. To Mullin (1999), the purpose of training is to improve knowledge and skills, and to change attitudes. Mullins again states that in order to secure the full benefits of successful training, there must therefore be a planned and systematic approach to the effective management of training According to Douglas and Philip (1987), there are several training principles pertaining to training and learning. The generalisations are the results of efforts to formulate a reasonable useful set of descriptive statements concerning the trainee and training methods, materials and situations. Some writers who have written on training observed that most training reported was for organisational rather than individual development. This presupposes that carrier development does not appear to be fully blamed for such positions since some employers lose considerable human resource annually after investing heavily in them. The concern here is whether organisations are justified in maintaining such policies. Foster as cited in Mayo and Du Bois (1993) states that training should create conditions and stimuli to evoke response in others, to develop knowledge, skills and attitudes, to produce changes in behaviour and finally to attain specific objectives. The connection between training and organisational goals implies that training in an organisation could be strategic, informal and operational (OConnor, Bronner Delaney, 1996). Informal training is based on the need to give the employees information about the organisation which includes orientation, developing corporate citizenship, and creating a contextual reference for employees (Noe, 1999). METHODOLOGY Thomas (1996) in his deliberations on the descriptive surveys method stressed that data sometimes live buried with the minds or within the attitudes, feeling reactions of men and women and they can act as clues for further investigations to be canned out. The use of the survey method enables the researcher to systematically collect data about the nature of the training programme and its attendant challenges that the participants face. The sample population used in this research was thirty staff members of Nestle Ghana Ltd. There will be three groups of respondents: a. workers who have been in the company for just a year and have undergone only orientation training b. workers who have undergone in-service training within the company c. workers who have gone into international training. These are usually managerial staff. The Human Resource unit of Nestle Ghana Ltd will be contacted to provide the sample size of workers of the company who fall under these categories. Respondents will be issued questionnaires to fill on the information required. Where possible, there will be unstructured interviews with the respondents as to questionnaires they are required to fill. Research Instruments The standard questionnaire will be the main instrument for data collection for the trained staff of Nestle Ghana Ltd. It will be used to elicit responses from the beneficiaries as to how they are involved in the objective setting and the training needs assessment of the training programmes among others. All the questions will be asked to ascertain whether the purpose of training can be perceived in terms of ensuring that employees have the requisite knowledge, skills and attitudes required to perform well at post. The questionnaires will consist of both open and closed questions. The closed-ended questions are asked to make sure of uniformity and greater reliability. The open-ended techniques will used to probe further on the questions and also eliminate ambiguities. The study will be based on both primary and secondary data sources. The primary data consists of responses to the questionnaire administered to Nestle Ghana Ltd staffs who have attended some training programmes. In addition bits of information will also be taken from other published and unpublished studies related to the study. The data collected will be matched, synthesized and coded for easy presentation. Data collected from respondents will be analysed with the Statistical Package for the Social Sciences (SPSS). CONCLUSION The research will highlight the importance of training to Nestle Ghana Limited and develop a link between training and both employee and company development.REFERENCES Armstrong, M (2006) Human Resource Management Practice, London:  Kogan Page. Cole, G. A. (2002) Personnel and Human Resource Management, (5th ed.).  London: Book Powers ELST Douglas, M. G Philip, H. D. (1987) The Complete Book of Training Theory,  Principles and Techniques. London: Pfeiffer Co Gilley, J. W., England, S. A Gilley, A. M. (2002) Principles of Human  Resource Development, (2nd ed.), Perseus, US. Herzberg, F. H. (1966) Work and the Nature of Man, Cleveland: World  Publishing Co. International Journal of Industrial Training, November / December 1947 edition Mayo, G. D., Du Bois P. (1993) The Complete Book of Training. San Diego,  California: University Associates Inc. Mc-Beath, G. Rands, D. N. (1994) Salary Administration (3rd ed.). Oxford:  Blackwell. Mullin, Laurie J. (1999) Management and Organisational Behaviour (5th ed.).  London: Prentice Hall Noe, R. A. (1999) Employee Training and Development, New York: McGraw  Hill. OConnor, B. N., Bronner, M., Delaney, C. (1996) Training for  Organisations. Cincinnati, OH: South Western  Educational Publishing. Rae, L. (1994) The Skills of Human Relations Training, London: Gower. Robbins, S. P. (1991). Organisational Behaviour. Englewood Cliffs, N.J.: Prentice  Hall. Thomas S. B. (1996) Method and Analysis in Organisational Research. Virginia:  Reston Publishing Co. UNIDO (1995) 30 years of Industrial Development 1966-1996, London: ISC  and UNIDO.

Adam Smith :: Political Economist Adam Smith Biographies Essays

Adam Smith Adam Smith, a brilliant eighteenth-century Scottish political economist, had the advantage of judging the significance ol colonies by a rigorous examination based on the colonial experience of 300 years. His overview has a built-in bias: he strongly disapproved of excessive regulation of colonial trade by parent countries. But his analysis is rich with insight and remarkably dispassionate in its argument. Adam Smith recognized that the discovery of the New World not only brought wealth and prosperity to the Old World, but that it also marked a divide in the history of mankind. The passage that follows is the work of this economic theorist who discusses problems in a language readily understandable by everyone. Adam Smith had retired from a professorship at Glasgow University and Was living in France in 1764-5 when he began his great work, The Wealth of Nations. The book was being written all during the years of strife between Britain and her colonies, but it was not published until 1776. In the passages which follow, Smith points to the impossibility of monopolizing the benefits of colonies, and pessimistically calculates the cost of empire, but the book appeared too late to have any effect upon British policy. Because the Declaration of Independence and The Wealth of Nations, the political and economic reliations of empire and mercantilism, appeared in the same year, historians have often designated 1776 as one of the turning points in modern history. The text On the cost of Empire, the eloquent exhortation to the rulers of Britain to awaken from their grandiose dreams of empire, is the closing passage of Smith's book. Adam Smith was a Scottish political economist and philosopher. He has become famous by his influential book The Wealth of Nations (1776). Smith was the son of the comptroller of the customs at Kirkcaldy, Fife, Scotland. The exact date of his birth is unknown. However, he was baptized at Kirkcaldy on June 5, 1723, his father having died some six months previously. At the age of about fifteen, Smith proceeded to Glasgow university, studying moral philosophy under "the never-to-be-forgotten" Francis Hutcheson (as Smith called him). In 1740 he entered Balliol college, Oxford, but as William Robert Scott has said, "the Oxford of his time gave little if any help towards what was to be his lifework," and he relinquished his exhibition in 1746. In 1748 he began delivering public lectures in Edinburgh under the patronage of Lord Kames. Some of these dealt with rhetoric and belles-lettres, but later he took up the subject of "the progress of opulence," and it was then, in his middle or late

Erie Performance Polymers Essay

INTRODUCTION This case tells us about Stanley Wong, division manager for Erie Performance Polymers and general manger of Wuhan Erie Polymers joint venture who had received an approval for his transfer request to Gary, Indiana, USA, headquarters of Erie. He was given the task of recommending to the board, from a list of six candidates, a successor to his position. During his tenure Stanley Wong has tried to modernize the thought process of his mainly Chinese employees, at the same time being sensitive to the cultural differences, he tried to create an organisational culture which was a mix of both Chinese and western values. He must make sure that his successor is sensitive to the existent differences in culture and that he is well equipped to handle problems or conflicts which these differences might cause. NOMINATION OF SUCCESSOR (Q1) After considering the six candidates it can be said that all of them six have certain shortcomings and none can be considered ideal for the job, however Bruce Po would probably best suit this position since he possesses several important qualities required for succeeding in this position. Wright and Mischel (1987) have stated that predictable behaviour would be achieved when management practices would be congruent with national cultural values which according to Earley (1994) would further result in high performance. According to Perlmutter (1969) polycentric firms are those, which, by experience or by inclination of the top executive begin with the assumption that host country cultures are different and that foreigners are difficult to understand (p11). Perlmutter (1969) further states that local people know what is best for them and the part of the firm which is located in the host country should be as local in identity as possible. Bruce Po is a national manager and possess’ the advantage of having the knowledge of the local business scene (Scullion & Collings, 2006). Being fluent in Chinese and  having a good understanding of Chinese culture and traditions, he will be able to not only communicate and motivate his staff efficiently but also socialize and maintain good relations with government officials, which is required for this post. Governmental policies favour appointment of HCN managers (Dowling & Welch, 2004). Wilson, Bernadin and Russel (1998) have concluded that the failure rate of PCN managers is also high compared to HCN managers. Appointment of Po would satisfy the need to appoint a host country national (HCN) as the manager. Po has shown in the past that he is capable of making crucial decisions much needed for this managerial post. He is intelligent, committed and hardworking and will successfully be able to implement modern business techniques which he is currently learning. The current scenario requires a manager who can ensure that the subsidiary has a similar corporate culture and shares similar values of the main firm to maximise productivity using socialization must to assert control, much like a ‘bumble–bee’ (Harzing, 2001). Po lacks networking skills with the head quarters and might fail to assert the required amount of control. The Chinese have shared the tradition of respect for elders for many generations (Wales, 1946). Po, being only 32 years of age might not be able to command that respect from his colleagues. AREAS WHERE CROSS-CULTURAL CONFLICTS MAY ARISE AND RECOMMENDATIONS TO SOLVE THESE CHALLENGES (Q2) According to Choi and Beamisch (2004) conflicts could cause substantial problems to a company and cultural conflicts may further complicate the process. Large cultural differences would increase the difficulty for the involved groups to understand each other’s point of view. To get a better understanding of the cultural differences between the two nations lets take into account the research done by Hofstede (1984). Hofstede (1984) developed and named 5 dimensions, which best characterised a culture, enabling us to make a comparison between cultures. These five dimensions were individualism, power distance, uncertainty avoidance, masculinity and long-term orientation (Hofstede, 1984). Chinese differ substantially with respect to individualism, long term orientation and power distance when compared to the Americans (Geert-hofstede.com, 2014). These differences  could result in conflicts in the following areas:- Intercultural communication Problems often occur due to misunderstandings, which come up as a result of cultural differences in methods of negotiation and handling conflict (Adler, 1986; Adler and Graham, 1989). The Americans who are associated with individualism believe in confrontation while the collectivist Chinese try to avoid conflict and heated arguments (Hofstede, 1984). This could lead to misunderstandings when the two parties communicate. For example the Americans might think that silence from their Asian colleague is a sign of consent when actually it isn’t. The Chinese might misunderstand their American colleagues’ arguments and confrontation as lack of respect. Even in negotiation, which is the two sided exchange of signals between parties, people from different cultures interpret signals differently; negotiators might thus misread the signals or transmit an unmeant message. Thomas & Pondy (1977) have suggested that often ones words, facial expressions, body language and speech lead to attributions of intent that could cause conflict. Augsburger (1992) further stated that this phenomenon runs rampant in cross-cultural communication. Adoption of modern business practices Its observed that collectivist values are more suited for agrarian economy and are very different from the individualistic values which encourage more openness, conflict and innovation (Chen, Tjosvold and Pan, 2010). It is important for organisations to adopt modern business techniques in order to compete in emerging global market. Individualists are more up to date and endorse modern management ideas while collectivists don’t (Hofstede, 1984). These differences in individualistic and collectivist values of the two culture could lead to hindrance and conflict with regards to adopting modern business techniques (Inkeles and Smith, 1974). Selling price decisions Taking into consideration the fifth dimension, which is long-term orientation. The Chinese and the Americans have a different mindset when it comes to running a viable business. The Americans use long term strategies to achieve their goal while the Chinese aim for quick profits. The Chinese  focus on cutting edge prices and on getting in and out of the market fast. Discussing selling price and decisions on future prospects could lead to conflict escalation due to differences in ideology. Conflict management is vital in a joint venture but to prevent conflicts by clear initial agreements and open communication is preferred. Cultural distance has been defined as ‘†¦basic differences between cultures, such as value systems, beliefs, customs and rituals in addition to legal, political and economic systems’ (Cao, Hirschi and Deller, 2012, p. 167). According to Tung and Verbeke (2010) the first step in overcoming uncertainty and its consequences is managing this process with an understanding of cross cultural relations. Zhang, Y., Harwood, J. and Hummert, M. (2005) have stated that misunderstandings related to cultural differences can be avoided and performance can be improved by applying effective conflict management in the joint venture. Cultural awareness and cultural value systems must be put in place to overcome misunderstandings. This will help two parties to understand each other better (Tang and Ward, 2003). In a joint venture it is important that both groups understand each other’s point of view. This will lead to a mutual understanding between the parties enhancing trust and communication and reducing the chances of a conflict. Conflicts cannot always be averted, some need to be addressed. Conflict management approaches must be used to deal with these conflicts. Blake and mouton (1964) have stated two conflict management styles, the accommodating approach and the avoiding approach. The accommodating approach is when concern is shown for the other group. This conflict management method is appropriate due to the fact that reaching common objectives are in the best interest of the joint venture. Finally Conflict management is a skill that can be taught and developed. It must be taught to specialists in the human resources section. CHALLENGE IN ATTRACTING, RETAINING AND REWARDING INTERNATIONAL TALENT (Q3) Reiche (2007) states that retention of valuable employees is a critical strategy for HR managers and organisational leaders in order to survive in the long term and achieve competitive advantage in the global economy. Senior executive selection and retention is of prime importance since they are responsible for overall direction and scope of business activity. The  retention of intellectual capital is of growing strategic importance (Tymon, Stump and Doh, 2010) and there has been a growing interest among organisations, practitioners and academics (Scullion, Collings and Gunningle, 2007). Asian countries have particularly faced significant problems with respect to employee retention despite their economic growth in recent years (Barnett, 1995). It was important to choose a successor who could motivate his employees and encourage them to be a part of the organisation for longest possible time. Stanley would also have to take into consideration the candidates ethnicity, since to work and live in china might prove quite difficult for expatriates and they might end up leaving. Employee retention benefits both the organisation as well as the employee because organisational performance is a product of individual performance (Pfeffer and Sutton, 2006). In order to retain employees companies provide training and mentoring to their top employees which would help them broaden their skills (Groysberg, Nanda and Nohria, 2004). Wong’s challenge is to communicate clearly the possibilities for future training, development, and career progress which is a crucial part of a successful retention strategy (Lasserre and Ching, 1996) The successor must have good team work skills since it is observed that team work allows greater employee participation and increases organisations performance which influences motivation and satisfaction of employees (Nel et al 2002). This would lead to employee retention. Job satisfaction is very important in order to ensure that the successor retains his position for a long time. Autonomy, good relations with co-workers and working co nditions are factors which influence job satisfaction. In china it is very difficult to maintain good relations with co-workers if you cant communicate in Chinese. Managers who might not be able to speak Chinese might not be satisfied with the job since they would not be able to communicate and maintain relations with their co-workers. The reward system is strongly influenced by economic and social factors. According to Schhuster and Zingheim (1992) designing of the reward system must be done strategically in a way to reward results and behaviour, which are consistent with goals of the organisation. WEP must use the total reward approach, which takes into consideration the totality of extrinsic/intrinsic and transactional/relational rewards in reward design (Thompson, 2002). The challenge that Wong faces is to shape reward systems such that they balance  the needs and desires of HCNs, PCNs and TCNs (Fisher, Schoenfeldt and Shaw, 1999). He must make sure that he motivates his employees by ensuring that compensation is given to skilled e mployees who achieve their targets and make international business operations succeed (McNally, 1992). Harvey (1995) identified the problem that compensation was different for HCNs and expatriates. Often expatriates make more money than HCNs who might have a job of equal or more importance (Harvey, 1995). This might make the HCN employees feel like they are being treated unfairly (Fisher, Shoenfeldt and Shaw, 1999). Wong faces the challenge of trying to create a somewhat equal compensatory system. He must tailor rewards to fit the Chinese culture.(Westerman, Beekun, Daly and Vanka, 2009). Wong must consider the balance sheet approach, which facilitates mobility among expatriate staff in the most cost affective manner (Reynolds, 1995). This approach is considered expensive and complicated. Phillips and fox (2003) have stated that this is not an effective means of attracting and retaining the best expatriates. An alternative approach would be the going rate approach, which is primarily based on host country market pay rates (Dowling, Welch and Schuler, 1994). A good reward system could attract, retain and motivate employees. It is important for WEP to offer special benefits such as housing provision and cost of living allowances to attract expatriates. Benefits were found to be an important component in encouraging prospect expatriates to accept international assignments (Konopaske and Werner, 2005). Job applicants are attracted to organisations that fit with their personal values (Kristof, 1996). CONCLUSION To conclude we can say that Stanley Wong has numerous factors to take into consideration before nominating a successor. Neglecting cultural differences, dependency on the other partner and unresolved conflicts could lead to termination of the joint venture (Kemp, 1999). 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Simple Stimulus Learning

a. Explain the concept of habituation. The American Heritage Dictionary defines habituation in terms of psychology is the decline of a conditioned response following repeated exposure to the conditioned stimulus. That is an action done over and over in response to a specific situation. One way we learn is by repetition of a specific response across a number of situations (Carducci, 2002). The more we do something the more we have learned it. Then when exposed to the stimulus (an agent, action, or condition that elicits or accelerates a response), regardless of situation, then we perform the behavior. Habituation takes place in small children when trying to teach a new concept or in adults with amnesia when needing to learn a lost skill. Schools use habituation for spelling test and new math concepts. On Mondays students are given the list of spelling words, then each day the write out the words [five times each], find the definitions of each word, write the words in sentences, and then tested on the spelling of each word on Friday. A person suffering from amnesia that lost the knowledge of driving can regain the skill through habituation. b. Analyze the factors that affect perceptual learning. As with most learning, positive reinforcement or rewards have played a factor in how quickly and adequate we learn. Perceptual learning occurs when there is repeated exposure to a specific stimulus followed by a reward, in the form of praise, monetary, or good feelings. It has been proposed that perceptual learning may occur through a reinforcement process, in which consistently pairing stimuli with reward is sufficient for learning (Franko, 2010). In the spelling test example above the positive reinforcement in learning the spelling words is the grade received on the spelling test. Another important factor to perceptual learning is that the stimulus is recognizable and the reinforcement is desirable. In the amnesia case above the person knew how to drive at one time, and currently has a driver’s license (their reinforcement). They would be more inclined to want to learn to drive again to regain independence and also to utilize the already have license. c. Examine the effects of stimulus exposure. If used correctly stimuli have the intended effect of response and learning. The same stimuli will not work the same on everyone, and will not always produce the same response. A good stimulus done correctly will have a positive effect with the desired response (Mundy, 2009). Just as a bad stimuli done incorrectly will have a negative effect with either no response or the opposite desired response (Mundy, 2009). A stimuli that is exposed to too quickly will result in false memory; person replaces what they think they saw (the lost exposure) with an image from memory and report that as what they saw. Schedule of exposure to similar stimuli contributes to the degree of perceptual learning over and above the amount of exposure in a variety of species and stimuli (Mundy, 2009).